Assessment

Assessment for Learning (AFL) is an approach to teaching and learning that creates feedback which is then used to improve students' performance. Students become more involved in the learning process and from this gain confidence in what they are expected to learn and to what standard.  

Secondary HRS principles for AFL 

1.1 AFL forms part of effective planning; assessment opportunities will be integrated into lessons

1.2 Teachers will consider prior attainment and achievement when planning lessons 

1.3 Teachers will generally share learning objectives with students 

1.4 Teachers will share success criteria with pupils

1.5 Work will receive feedback in line with departmental arrangements

1.6 Formative feedback will always be constructive. Teachers will highlight areas of success and those areas where there are opportunities for improvement. 

1.7 Feedback will be responded to in a range of ways, including whole class or individual tasks.

1.8 Students will be involved in assessment procedures via:

• Clear understanding of objectives and success criteria
• High quality feedback and discussion as well as time for reflection and improvement 
• Self and peer assessment activities.   

At Key Stage 3, each subject teacher is aware of the expected standard for each student to reach by the end of Year 11. Staff then provide feedback by commenting on whether the student is on track for this, or is working above or below it. 

Although this is not an exact projection of likely GCSE performance, to say that a student is on track is to indicate they are achieving their potential. 

Reporting

Parents are provided with information about their child's progress on a termly basis. 

The reports are sent home to parents via email at the end of each term. A copy of the report is also printed and given to the students in tutor time.

You will receive: 

• Information on attendance and conduct
• A Classwork grade for each subject
• A Homework grade for each subject
• A progress update in each subject 

Classwork
1	Exceptional: Your child is actively engaged in lessons. They ask probing questions when applicable and regularly challenge themselves to complete ambitious work. They persevere when tackling complex independent tasks. They act promptly and carefully to feedback and advice given. Behaviour is impeccable.
2	Good: Your child pays attention well in class. They ask questions and contribute to discussions. When tackling independent work, they focus well, rarely needing reminders. They listen to feedback and act upon advice given. There are little or no behaviour concerns.
3	Inconsistent: The effort of your child in class is not consistently good. They do not always apply themselves in tasks. There may be concerns regarding behaviour.
4	Cause for concern: There are significant concerns regarding the effort and behaviour of your child.

 

Homework
1	Exceptional: Your child takes a meticulous approach to homework. They consistently produced detailed and thorough homework. They often spend additional time and effort when completing tasks. They consistently meet the deadlines set with only very occasional slips.
2	Good: Your child takes a positive approach to homework. They usually produce work to a good standard. They usually meet the deadlines set.
3	Inconsistent: Your child does not complete homework consistently on time. The homework often lacks detail.
4	Cause for concern: There are significant concerns regarding the completion and submission of your child’s homework.
5	NA: Homework is not applicable for this subject

The progress update is a measure of how well your child is doing, relative to their prior attainment at Key Stage 2. On the report it is measured on the following scale:

• Well above

• Above

• On track

• Below

• Well below

Reporting

Parents are provided with information about their child's progress on a termly basis at Key Stage 4.  

The reports are sent home to parents via email at the end of each term. A copy of the report is also printed and given to the students in tutor time.

Parents will receive information on:

• Attendance and conduct information 
• GCSE target grades 
• Current attainment grades
• Projected end of Year 11 GCSE grade
• Classwork grade for each subject
• Homework grade for each subject 

During Year 11, the current attainment grade may be replaced by a recent specific mock grade.

Projected grades are based on teachers’ professional judgement and use results from assessments and observations of students' classwork.

 

Classwork
1	Exceptional: Your child is actively engaged in lessons. They ask probing questions when applicable and regularly challenge themselves to complete ambitious work. They persevere when tackling complex independent tasks. They act promptly and carefully to feedback and advice given. Behaviour is impeccable.
2	Good: Your child pays attention well in class. They ask questions and contribute to discussions. When tackling independent work, they focus well, rarely needing reminders. They listen to feedback and act upon advice given. There are little or no behaviour concerns.
3	Inconsistent: The effort of your child in class is not consistently good. They do not always apply themselves in tasks. There may be concerns regarding behaviour.
4	Cause for concern: There are significant concerns regarding the effort and behaviour of your child.

 

Homework
1	Exceptional: Your child takes a meticulous approach to homework. They consistently produced detailed and thorough homework. They often spend additional time and effort when completing tasks. They consistently meet the deadlines set with only very occasional slips.
2	Good: Your child takes a positive approach to homework. They usually produce work to a good standard. They usually meet the deadlines set.
3	Inconsistent: Your child does not complete homework consistently on time. The homework often lacks detail.
4	Cause for concern: There are significant concerns regarding the completion and submission of your child’s homework.
5	NA: Homework is not applicable for this subject

The purpose of target setting: 

• To use sources of information (including CAT and SAT scores) to  recognise students’ potential 

• To ensure pupils understand what they are capable of achieving and ensuring they have high aspirations. 

• To be able to track achievement against these targets and thereby identify  underperformance and intervene to address this.

Target setting for Key Stage 4 is a process that takes place during Year 9. Targets are reviewed regularly over the course of Key Stage 4. 

Target levels and grades are aspirational and achievable. They are informed by a range of data, including KS2 results and CAT data.